Andragogy: Adult Learning Theory

Reverend Hale undergoes many changes during the play “The Crucible”. For example, when he first gets to Salem he is all about how there are witches in Salem. Also, he was about doing God's doing and he also believed that the people convicted were actually witches. All that he believes in the beginning of the play change drastically. Hale goes though this test, and he fails the test.

The news came out not long ago that Joy-Anna Duggar is courting. This 19-year-old is someone that the family always says is a joy to be around and that her name fits her perfect. Radar Online was able to find out how much her new boyfriend Austin Forsyth knows about the Duggar's past scandal with her brother Josh. Austin has been friends with Joy-Anna for fifteen years so you would think his entire family would know a lot, but it turns out that is not the case at all.

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

In the article “A Masterpiece at Ground Zero”, by Martin Filler, the author attempts to express his high regard for the 9/11 Memorial in New York City. Despite the fact that he is presenting his argument to a an audience who is already interested in reading more intense articles since they are subscribed to the publisher, Filler uses highly specified design terminology and structures his article in a non-linear, confusing way. Therefore, his overall argument in support of the memorial is lost in the style of his article, and does not create a strong basis for further support of this contested public work. Throughout the entire article, Filler consistently illustrates his arguments with complex vocabulary and references that deduct from a general audiences understanding of the article.

This paper is about adult learning theories. The learning theory andragogy was discussed in detail. Also, the author talked about how people structure their own learning theories. What typical views and reports for adult learning were conversed there were also views and discussions from the view of adult learner. Article stated the pressure and concerns of students who go back to school as an adult years later in comparison to going straight out of high school.

The six principles of andragogy should be applied to how the curriculum for adult learning is created. Providing lessons that adults enjoy and can relate to is what will draw in students to the class. Also, it will be very beneficial to not only the adults, but the school as well. A study by a private liberal arts college was held and using a pre test-post test-control-group design, andragogy was tested against traditional instruction type teaching. After conducting the research it was concluded that there was no significant differences between the two different types of teaching.

ADULT LEARNING THEORY 3 significant mentors in his life—Eduard Lindeman. By reading Lindeman’s Meaning of Adult Education, he obtained a profound understanding of adult education, which later became his source of inspiration and concepts. Major Works In 1943, Knowles was recruited into the Navy, and began to read extensively in the field of adult education, which contributed to his final decision to undertake a master’s program at the University of Chicago (Smith, 2002). His adviser at the University of Chicago was Cyril O. Houle, who had been a role model in rigorous learning for Knowles. Carl Rogers, “the founder of 'client-centered' or 'non-directive' therapy” (Smith, 2004, para. 1), and Arthur Shedlin, an associate of Rogers, had also exerted a great influence on Knowles—he began to consider learning as an exciting incident. In 1949, Knowles gained his Master’s degree and published his first book Informal Adult Education, which was also his master thesis (Smith, 2002). In 1951, he became “executive director of the newly formed Adult Education Association. ” and also “attended a couple of summer sessions of the National Training Laboratories in 1952 and 1954” (Smith, 2002, para. 7). The founders of the labs—Kenneth Benne, Leland Bradford, Ronald Lippett and Kurt Lewin—consequently impacted Malcolm and his wife, Hulda, who co-authored books on leadership (1955) and

S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles’ formulation

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

Originally from Lindeman, E. (1926). The Meaning of Adult Education. New York: New Republic, 6.

In addition, because so little is known about self-directed learning among older adults, a third objective will complete the research effort:

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

When did adult learning begin to take a stance in the field of Education? Adult Learning started to be considered a professional career in the early 1920 's. The basis of the adult Learning method cannot be summed into only one Theory of how Adults Learn . We can however, note the similarities and differences of adult learning based on relevant information that compares and contrasts how individuals act and react to different theories . Many different theories exist in the Adult learning world although there are two theories that will be compared. These theorists are, Malcolm Knowles and David Kolb. Although differing in theory Knowles and Kolb bring uniquely different insight to the Adult Education world. Exactly what is the Adult learning theory ?

Deputy Sheriff, training officer, instructor, adjunct faculty, these are but a few of the hats that I wear in my daily interactions within the world of Adult Education. As a veteran law enforcement officer I was first introduced to adult education, after several years I would find myself on the other side of the podium. After serving as a field training officer for rookie’s graduation from Basic Law Enforcement Training (BLET) I would take on the additional role of teaching in the BLET program itself. The route I have followed to adult education is unique and non-traditional compared to my peers within the EdS program here at Appalachian State University. I have completed both my Bachelors and Masters degrees as an adult within the past ten years while working full-time. I currently teach several blocks of the BLET program as well as several sections of the Student Success course on the campus of Davidson County Community College.

Adult learning is the acquisition of knowledge by adults. Theories on adult learning have been discoursed and analyzed thoroughly by different people, with the aim of trying to define it and optimize it. The two articles I have read describe adult learning, discuss its characteristics and explain various approaches and means of optimization of this subject.